The Influence of Perceived Teacher Partiality on Classroom Interactions Among Chiang Kai Shek College High School Students

Document Types

Paper Presentation

Research Theme (for Paper Presentation and Poster Presentation submissions only)

Gender, Human Development, and the Individual (GHI)

School Name

Chiang Kai Shek College

Track or Strand

Humanities and Social Science (HUMSS)

Research Advisor (Last Name, First Name, Middle Initial)

Tolentino, John Michael E.

Start Date

23-6-2026 3:30 PM

End Date

23-6-2026 5:00 PM

Zoom Link/ Room Assignment

DLSU Manila Campus (In-person) - Philippe Jones Lhullier Conference Room, 14th floor, Henry Sy Building

Abstract/Executive Summary

This study examines the influence of perceived teacher partiality on classroom interaction among high school students at Chiang Kai Shek College. Student engagement is shaped by how teachers manage fairness in grading practices, participation, disciplinary action, extracurricular opportunities, and personal relationships, making perceived partiality a critical factor in classroom dynamics. A quantitative correlational research design was employed, involving 266 respondents from Grades 9 to 12 selected through stratified random sampling with a 95% confidence level. Data were collected using a validated survey questionnaire and analyzed using Pearson correlation coefficient to determine the relationship between perceived teacher partiality and classroom interaction. Results revealed that students generally perceive teachers’ actions as “Often” fair across all indicators, suggesting a relatively low level of perceived partiality. Despite this, statistical analysis showed a significant relationship between perceived teacher partiality and classroom interaction. This indicates that even subtle perceptions of bias can influence students’ emotional support, classroom organization, and instructional engagement. The findings highlight that fairness in teacher practices remains a crucial factor in sustaining active classroom interaction. When students perceive equitable treatment, they are more likely to participate, feel motivated, and build positive relationships within the classroom. Conversely, even minimal perceptions of partiality may affect trust and reduce engagement. Overall, this study emphasizes the importance of maintaining consistent and impartial teaching practices to foster a more inclusive, supportive, and engaging learning environment for all students.

Keywords

perceived teacher partiality; classroom interactions; student engagement; teacher practices; equitable treatment

Statement of Originality

yes

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Jun 23rd, 3:30 PM Jun 23rd, 5:00 PM

The Influence of Perceived Teacher Partiality on Classroom Interactions Among Chiang Kai Shek College High School Students

This study examines the influence of perceived teacher partiality on classroom interaction among high school students at Chiang Kai Shek College. Student engagement is shaped by how teachers manage fairness in grading practices, participation, disciplinary action, extracurricular opportunities, and personal relationships, making perceived partiality a critical factor in classroom dynamics. A quantitative correlational research design was employed, involving 266 respondents from Grades 9 to 12 selected through stratified random sampling with a 95% confidence level. Data were collected using a validated survey questionnaire and analyzed using Pearson correlation coefficient to determine the relationship between perceived teacher partiality and classroom interaction. Results revealed that students generally perceive teachers’ actions as “Often” fair across all indicators, suggesting a relatively low level of perceived partiality. Despite this, statistical analysis showed a significant relationship between perceived teacher partiality and classroom interaction. This indicates that even subtle perceptions of bias can influence students’ emotional support, classroom organization, and instructional engagement. The findings highlight that fairness in teacher practices remains a crucial factor in sustaining active classroom interaction. When students perceive equitable treatment, they are more likely to participate, feel motivated, and build positive relationships within the classroom. Conversely, even minimal perceptions of partiality may affect trust and reduce engagement. Overall, this study emphasizes the importance of maintaining consistent and impartial teaching practices to foster a more inclusive, supportive, and engaging learning environment for all students.

https://animorepository.dlsu.edu.ph/conf_shsrescon/2026/BoA_GHI/19